Nursing Care Strategies Inclusive of Continuous Quality Improvement

Module 11 Discussion – Reflection Capstone

Discussion Topic

Top of Form

Directions:

Reflection

Initial Post

Areas for reflection:

Describe how you achieved each course competency, including at least one example of new knowledge, gained related to that competency.

Describe how you achieved the transferable skills (listed below), including at least one example of new knowledge, gained related to the transferable skill.

Describe how this new knowledge will impact your nursing practice.

Course Competencies

Design relevant, multidimensional nursing care for optimal health inclusive of client preferences, values, and beliefs.

Select approaches to client care which incorporate care and comfort, risk reduction, health promotion, and disease management.

Prioritize evidence-based, client-centered nursing care as a foundation for emotional, mental, spiritual, and social well-being.

Utilize data-driven nursing care strategies inclusive of continuous quality improvement.

Synthesize components of clinical judgement, professional nursing identity, and reflective practice for lifelong learning.

Determine effective responses to clinical problems integrating information technology, evidence-based practice, quality improvement, and interprofessional collaboration.

Transferable Skills

Take a moment and review the Transferrable Skills Media from Module 02.

Communication

Critical Thinking

Digital Fluency

Diversity and Teamwork

Information Literacy

Ethics and Professional Responsibility

7 Swidler’s tool kit metaphor has been criticized for

failing to specify how individuals choose which elements of their tool kits to employ in different situations (Lamont 1992; Lamont and Thévenot 2000). Lamont (1992) suggests that both proximate and remote structural conditions influence such selec- tions. For an example of comparison of repertoires across cultural groups, see Lamont and Thévenot (2000).

acterizes this level of coherence as “thin coher- ence.”

Though cultural heterogeneity is viewed here through what one might describe as macro- or mesolevel cultural concepts, it is important to note that my conception is also consistent with micro or interactionist perspectives on culture. Implicit in Goffman’s (1974) analysis of frames is the notion that multiple frames can apply in any interaction, and that participants must work to maintain the dominance of a particular frame and often come into conflict over which frame should govern a particular situation (see also Goffman 1959). His discussion of “out of frame activity” acknowledges that multiple frames can be present simultaneously, even if they are not mutually compatible.

The cultural hetero- geneity approach also shares with interaction- ist approaches the criticism of subcultural analyses as assuming homogeneity and stasis and defining culture in terms of values (Fine and Kleinman 1979). Furthermore, interactionist perspectives emphasize the role of local or group cultures in mediating the relationship between the wider social environment and indi- vidual action (e.g., Fine 1979).

 As will be dis- cussed below, the consequences of neighborhood cultural heterogeneity are theo- rized to occur in part through microlevel inter- actions with neighbors with varying cultural orientations or lifestyles and through local inter- pretations of cultural information diffused through the media.